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Educators work to decrease achievement gap By Kelly McBride State and local students with disabilities consistently lag behind their counterparts in standardized test scores. It's an achievement gap educators say poses a concern, especially as federal No Child Left Behind legislation mandates all students be proficient in math and reading by 2014. And although that law's reauthorization could change that goal, educators say helping students with disabilities succeed remains paramount. They're hoping to raise the bar for those students across the board, not just when it comes to test time. "I don't know as if we had a real sense, prior to No Child Left Behind, of this - what's our baseline and what are our expectations, and how do we approach this whole testing framework," said Jerry Wieland, executive director of educational services for the Green Bay School District. "So there's been a learning curve around students with disabilities, and their participation on the assessment." Beginning during the 2005-06 school year, the federal No Child Left Behind Act required all states to test students in third through eighth grades and once in high school - during sophomore year. In Wisconsin, the main test is the Wisconsin Knowledge and Concepts Examinations, or WKCE. In November 2009, 39 percent of disabled students in the Green Bay district scored proficient or advanced on WKCE or alternative reading tests, compared with 82 percent of their counterparts without disabilities. In math, 45 percent of students with disabilities scored proficient or advanced, compared with 82 percent of their peers without disabilities. A double-digit percentage gap between students with disabilities and those without also exists in the Ashwaubenon, De Pere, West De Pere and Howard-Suamico school districts, as well as elsewhere. Statewide, 46 percent of students with disabilities tested proficient or advanced in reading in 2009, versus 88 percent of those without disabilities. The statewide numbers are similar in math, with 45 percent of disabled students testing proficient or better, versus 83 percent of students without disabilities. Part of the challenge, officials say, is nearly every student - regardless of disability status - has to take the WKCE or the Wisconsin Alternate Assessment for Students with Disabilities. Accommodations can be made - from visual assistance to having the test questions read aloud, depending on disability - but almost everyone has to be tested. No Child Left Behind has presented additional challenges, as well as opportunities, when it comes to evaluating students with disabilities, said Eva Kubinski, school administration consultant with the Wisconsin Department of Public Instruction. Its implementation encouraged schools to take a closer look at test scores for that group of students. "Of course it's a concern," Kubinski said of the Ashwaubenon and Green Bay school districts are among those aiming for a more inclusive environment, when possible and appropriate, for students with disabilities. Educators say including those students in the regular classroom setting is beneficial if it's done right. "What we've done in Ashwaubenon the last two years, is make sure that we're including inclusive settings for all kids in the classroom," said Brian Nelsen, director of pupil services for the Ashwaubenon School District. "We're employing a method of co-teaching where we have special ed teachers supporting and really co-teaching - team teaching - the content in the classroom." The Ashwaubenon district is doubling up on reading instruction for students with disabilities, among other efforts, Nelsen said. Green Bay also is aiming to include those students in regular classroom instruction more often, Wieland said. "The really solid, high-quality instruction that benefits regular ed kids," he said, "is going to be a benefit for your special education (students)." A rewrite of No Child Left Behind could change what's required of students, and the state assessment itself is set to change in the coming years. Officials say standardized tests of the future could be more uniform than current tests, which can vary greatly from state to state. Regardless of what happens, officials say the focus on students with disabilities likely will continue. "There's pressure on districts to see that (improvement) trajectory accelerate," Wieland said. "… I think teachers feel the effect of that, like 'I want to see my students progress as much as I possibly can' … but this particular student may not have still met proficiency. They made growth over time but not yet had made the proficiency level." Editor's note: This story was completed when Kelly McBride was the Press-Gazette's education reporter. She is now the paper's opinion page editor. WKCE/WAA combined scores, students who were proficient or advanced, November 2009 Statewide Reading Students with disabilities: 60,970 - 46 percent Students without disabilities: 372,403 - 88 percent Math Students with disabilities: 60,970 - 45 percent Students without disabilities: 372,403 - 83 percent Ashwaubenon Reading Students with disabilities: 180 - 56 percent Students without disabilities: 1,279 - 94 percent Math Students with disabilities: 180 - 63 percent Students without disabilities - 1,279 - 90 percent De Pere Reading Students with disabilities: 232 - 59 percent Students without disabilities: 1,676 - 94 percent Math Students with disabilities: 232 - 61 percent Students without disabilities: 1,676 - 93 percent Green Bay Reading Students with disabilities: 1,419 - 39 percent Students without disabilities: 7,718 - 82 percent Math Students with disabilities: 1,119 - 45 percent Students without disabilities: 7,718 - 82 percent Howard-Suamico Reading Students with disabilities: 288 - 56 percent Students without disabilities: 2,364 - 96 percent Math Students with disabilities: 288 - 55 percent Students without disabilities: 2,364 - 93 percent West De Pere Reading Students with disabilities: 136 - 53 percent Students without disabilities: 1,095 - 92 percent Math Students with disabilities: 136 - 58 percent Students without disabilities: 1,095 - 92 percent |
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